THE DEVELOPMENT OF AN AUGMENT REALITY AR TECHNOLOGY BASED

LEARNING MEDIA IN METAL STRUCTURE CONCEPT

Dosen :

Ferly Septi Irwansyah, M.Pd

Vionira Agny 1162080081

Jurusan Pendidikan Kimia

FAKULTAS TARBIYAH DAN KEGURUAN
UNIVERSITAS ISLAM NEGERI SUNAN GUNUNG DJATI
BANDUNG
2017
 Abstract

This research was motivated by the importance of developing students’ abilities

concerning the material representation of submicroscopic metallic structures, so that the
necessary media were able to visualize metal structures by the simple, efficient and useful
devices that are already available. This study aimed to describe the stages of manufacture of the
technology-based learning media AR on the material metal structures, to develop students’
capabilities in submicroscopic representation, and to analyze the feasibility of AR technology-
based learning media on the material of metal structures. The research and development had
produced products in the form of AR technology-based learning media on the concept of metal
structures. The stages of the research were carried out by the analysis of metal structural concept
development, design, validation, due diligence, and limited testing. Validation and limited testing
were done in order to obtain feedback in the form of recommendations for the improvement and
the assessment of the learning aspect, the substance of the concept, the visual communications,
and the software engineering, as well as the feasibility of its use for the purpose of making the
products. In general, the test results obtained rcalculation = 0.8–1.0 feasibility and an average
value of 72.5 to 88.33% was obtained at the stage of testing of a limited percentage of eligibility.
It showed that the presentation of AR technology-based learning media on the concept of metal
structures was feasable for use as a learning resource for students to gain the ability to develop
the submicroscopic representation.
FOREWORD

Praise our thanks to the presence of Allah SWT, God Almighty who has given His grace and guidance to
do this task can be solved. Shalawat and greetings may lavish abundantly upon our prophet Muhammad
SAW, who for his view has brought the Islamic light.

Thus this task is structured to be of benefit to us as the author and general to all of us. Realizing this
paper is far from perfection, we expect constructive criticism and suggestions to make us better.

Compiler
 TABLE OF CONTENS

Abstract.......................................................................................................................................................2
FOREWORD..............................................................................................................................................3
TABLE OF CONTENS...............................................................................................................................4
LIST OF FIGURES.....................................................................................................................................6
BAB 1 INTRODUCTION.......................................................................................................................7
BAB 2 METHOD....................................................................................................................................9
BAB 3 RESULTS AND DISCUSSION.................................................................................................10
3.1 The Analysis phase....................................................................................................................10
3.2 Design Development Phase.......................................................................................................10
BAB 4 CONCLUSION.........................................................................................................................14
REFERENCES..........................................................................................................................................15
 LIST OF TABLE

Tabel 1 The analysis resume of the concept of metal.................................................................................10

Tabel 2 Worksheets indicators of students learning about metal structures................................................11
Tabel 3 Results of validator expert of aspects of learning,.........................................................................12
 LIST OF FIGURES
Gambar 1 Example of an object on a marker............................................................................................13
 BAB 1 INTRODUCTION

Chemistry includes three levels: macroscopic, submicroscopic, and symbolic levels. The
problem was that learning chemistry usually emphasized the symbolic level and problem solving
only, while the visualization of both the macroscopic and submicroscopic levels were also
required (Daviddowitz & Chittleborough, 2009) to make students understand The whole concept
of chemistry. The metal structure was formed by the order of the same atoms tightly packed in a
crystal. Atoms, molecules, and ions were theoretical models that underlaid the dynamic
explanation of particle levels closely related to the representation of the submicroscopic.
Learning abstract concepts and abstract concepts with concrete examples were hard to do in the
laboratory, although these phenomena could be observed visually. However, animations were
required for further explanation to illustrate the phenomena on a molecular basis. Research
showed that many high school students, college students and even some teachers found it
difficult to transfer from one level to another level of representation (Chittleborough & Treagust,
2007). In understanding chemical phenomena, both teachers and textbooks did not emphasize
thedifferences. and linkages between all three levels of representation. This was because students
were considered to be able to distinguish and relate the three levels of representation
(Chittleborough & Treagust, 2007). Students experienced difficulties, especially at
submicroscopic and symbolic levels, because the representation was invisible and abstract while
their thinking relied on sensory information. Based on these explanations, one of the alternatives
that could be used to develop the three levels of representation in chemistry learning, and to help
students in understanding chemistry, was using the tools to build a coherent mental
representation from the material presented in the form of instructional media, such as words,
pictures, and animations (Mayer, 2003).

Due to the development of science and technology today and the demands of the future,
computer technology was widely used in various fields, such as in the areas of information,
education, business and communication, associated with educational computer technology or
developed in learning. Moreover, there was a computer technology that was currently being
developed, called technology-based Augmented Reality (AR) (Furht et al., 2010). The
advantages of AR technology itself could be implemented widely in various media, as an
application in a smartphone in a product package, and even in the print media, such as books,
magazines, or newspapers, so that it was user friendly for the low cost tools and facilities
producing awesome learning media. Therefore, AR had many opportunities to develop, and
could support educational facilities. In this decade, progress in the development of pedagogical
concepts, applications, and technologies, the decrease of hardware costs, and the use of small-
scale AR technology in educational institutions made it possible that it could be used as
interesting learning media. The purpose of this research was to analyze the feasibility of AR
technology-based learning media on the material of metal structures to develop the students’
capabilities of submicroscopic representation (Kaufmann, 2002).
 BAB 2 METHOD

The method used in this research was Research and Development (R & D). The research
and development method was a research method used to produce particular products, and to test
the effectiveness of these products. The subjects of this research were expert lecturers instructed
to examine the feasibility of AR technology-based learning media, including experts in media
education and learning, and some students of chemistry education at UIN Sunan Gunung Djati
Bandung. In conducting this research, the researchers focused on the making of AR technology-
based learning media. The stages of making these AR technologybased learning media refered to
the CAI (Computer Assisted Instruction) tutorial design model,which had been modified.
Therefore, in general,

the stages of making these media consisted of the analysis phase and the design development
phase, described as follows:

The analysis phase

Design development phase

The making visualization

 BAB 3 RESULTS AND DISCUSSION
3.1 The Analysis phase

At this stage, an analysis of the concept was con- ducted and the concept map of the metal
structures was created based on the curriculum. It aimed to produce a material suitable with
metal structure and instructional media created. The analysis results of the material concept
of metal structures can be seen in Table 1 below. After analyzing the concept, the next stage
was arranging the learning indicators that would be used in the making of the AR
technology-based learning media. The indicators of the metal struc- ture learning media are
presented in table. The following table visualized the indicators of metal structure learning.

NO Concept was analyzed Type of concept

1 The crystal structure of solids Abstract
2 The crystal lattice Abstract
3 Cell unit Abstract
4 Metallic crystals Abstract
5 Ionic crystal Abstract
6 Molecular crystal Abstract
7 Covalent crystals Abstract
8 Close-packed structure Abstract
9 Cubical close-packed structure Abstract
10 Hexagonal close-packed Abstract
11 Body centered cube Abstract
12 Face centered cube Abstract
13 Cube Abstract
Tabel 1 The analysis resume of the concept of metal

3.2 Design Development Phase

For the development of AR technology-based learning media on the metal structure

studies, in any design, the development should consider the workflow design or the
informational processing flow based on the flow chart and the storyboard. Moreover, after
completing the analysis and the development phase, the visualization of AR technology-based
learning media for metal structure studies was made. One of the instructional media
visualizations can be seen in the figures below. The learning media uses a smartphone with AR
technology-based learning media for students’ worksheet. While learning using these AR
technol- ogy-based learning media, the students were asked to answer questions on a
worksheet, in which indi- cators had been designed and developed, which led to the
development of the students’ ability with regards to submicroscopic representation in the
material of metal structures.

Tabel 2 Worksheets indicators of students learning about metal structures.

No Label concept Learning indicators

1. Solid structure Through the crystalline structure of solids and amorphous solids,
students could
determine the structure of solids and amorphous solids accurately.
Based on the marker containing the structure of solid crystals and
amorphous solids,
students could explain the differences in crystalline solids and
amorphous solids.
Based on the marker containing the structure of solid crystals and
amorphous solids,
students could accurately describe the structure of amorphous and
crystalline solids
2 The seven basic Based on the marker presented, students could accurately describe the
crystal systems shape of the
crystal lattice structure.
Based on presented markers, students could accurately determine the
basic parameters
of the three-dimensional crystal.
Based on the markers presented, students could determine the cell
unit with the
correct marker.
3. Close-packed Students could accurately determine the structural pattern of
structure Hexagonal Closest
Packing (HCP).
4. The metal Based on the data on the object marker, students could accurately
structure calculate the atomic
radius in nm (nanometers).
Based on presented markers, students could calculate the volume of
the metal crystal
cell unit accurately.
Based on presented markers, students could calculate the density of
the metal
appropriately.
Based on the structure of the object marker, students could calculate
the volume of the
unit cell in cm3 (cubic centimeters) accurately
 In general, displays in this learning media con- sisted of: 1) home display, which was
a display con- taining links and the identity of the material, 2) the display of learning
objectives, containing learn- ing objectives on the concept of metal structure,

3) materials display, containing the concept of metal structures based on learning

objectives, which refered to the submicroscopic indicators, describing the material
consisting of 3D-shaped crystal solids and amorphous, seven basic crystal systems, and metal
structures, 4) the constituent profile page, containing information about the constituents.

Tabel 3 Results of validator expert of aspects of learning,

No Aspect rcalculation Result
1 Aspect of learning 0.90 Valid
2 Aspects of material 0.80 Valid
3 Aspects of visual 0.84 Valid
communication
4 Aspects of software 0.95 Valid
engineering Average

The due diligence of the AR technology-based learning media was done in two stages:
1) validation test consisting of the validation test of the learn- ing aspect, the aspects of the
material substance, the aspects of visual communication, and software engineering of learning
media on metal structure, 2) trial limited test of the student group, consisting of ten randomly
selected students of chemistry educa- tion. The results can be seen in the table below: The
results of rcalculation on each criterion in the learning aspects had the highest result of a
feasi- bility value of 1.0 or was valid on the indicator of the accuracy of the use of learning
strategies, so that the use of the correct learning strategies could help students to improve
their comprehension and attractively and reliably present data (Arsyad, 2007). Meanwhile,
the lowest result of rcalculation was in the completeness and quality indicator of learn- ing

materials, with rcalculation 0.8, which showed that an improvement in the quality of the
materials was needed, since the quality of the teaching materi- als could improve the quality
of the learning out- comes so that it could be well integrated (Arsyad, 2007). The result of
the validity of the media stated that teaching materials were valid if the value of rcalculation

was above the value of rcritic, which was Therefore, it can be concluded that the learn- ing
aspect in this research was valid and feasible to be used as a teaching material (Sugiyono,
2011)

Gambar 1 Example of an object on a

marker

BAB 4 CONCLUSION

According to the aspects of learning, conceptual substances, visual communications, and

software engineering of AR technology-based learning media developed, the feasibility
assessment conducted in this research resulted in a value with recalculation 0.8–1.0 or which had
an interpretation of high feasibility, from an expert assessment or validator. This result showed
that the AR technology-based learning media on the concept of metal structures was feasible to
be used. In addition, the results of the feasibility test based on the responses of ten students
showed good responses of 72.5 to 88.33%. Therefore, it could be concluded that AR technology-
based learning media on the concept of metal structures could be used as learning tools or media
 REFERENCES

Arsyad, A. (2007). Media pembelajaran. Jakarta: Raja Grafindo persada.

Chittleborough, G. &. (2007). The modelling ability of non-major chemistry students and their
understanding of the sub microscopic level.

Darmawan, D. (2007). Teknologi pembelajaran. Bandung: PT Remaja Rosda Karya.

Daviddowitz. B. & Chittleborough, G. D. (2009). Linking macroscopic and submicroscopic level.

Dordrecht: Springer.

Furht, B. e. (2010). Augmented reality technologies,journal Department of Computer. 341-377.

Roedavan, R. (2014). Unity tutorial game engine. Bandung: Informatika Bandung.

Sadiman, A. S. (2009). Media Pembelajaran. Jakarta: Rajawali Press.